I am not a Charles Dickens scholar and really not much of a fan to be honest. I have read a number of his novels, but I find them a bit too didactic to be true art though I realize that novelists are free to do with their writing whatever they choose. At the same time I realize they are well worth reading, despite the fact that so many of his characters are caricatures, overdrawn and designed to produce a smile or a frown. Clearly, he was determined to draw attention to the poor and downtrodden of his times and their proximity to criminality which is always a temptation, especially for the poor. Moreover, his popularity and his influence are well documented. If popularity were the measure of the true worth of a novel, Dickens’ name would be at or near the top of the list. But I do not think popularity counts for much when it comes to aesthetic value. Still, as I say, his novels show signs of true artistic impulses, his writing is masterful, and his novels always provide us with something to think about.
In Hard Times, for example, Dickens targets utilitarianism, just aborning in his day and in his view a threat to the human spirit. Utilitarianism was the brain-child of Jeremy Bentham and it involved a careful calculation of alternatives in order to determine in a given case which is the best (i.e., most pleasurable) course of action, the “felicity calculus” as he called it. In a word, one could calculate the amount of pleasure involved in alternative courses of actions to determine which was the better choice. It’s all about human pleasure and calculation. And it was the calculating part that bothered Dickens — by which he meant all sorts of mechanization and regulation, the determination to measure everything and the eradication of all spontaneity and imagination. Dickens was a true romantic.
Folks like Dickens, and Fyodor Dostoevsky, have always had a problem with reason and the notion that one should incorporate reason into the normal comings and goings of the ordinary human. By way of satirizing this notion, for example, Dickens has Gradgrind hold forth at the start of Hard Times:
“Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts; nothing else will ever be of any service to them. This is the principle on which I bring up these children. Stick to Facts, sir!”
Mr. Gradgrind (note the name) the schoolmaster is all about “facts” and his determination to make reasoning machines out of his pupils — as Dickens sees it. And this view of education became an accepted truth about traditional ways of educating young children. It gave birth to such things as the Summerhill experiment in England in which children were allowed to have free reign over their own education. This eventually morphed into progressive education, an education, following Dickens’ lead — and the full-blown attack by Rousseau earlier on — that paid less attention to the subject matter (Facts) than it did to the children who were being taught the subject matter: education became child-oriented. And we have inherited this view of the proper way to educate children, for better or worse, emphasizing self-esteem and giving birth to our age of entitlement.
I have held forth on this topic many times, and I will not bore my readers by dragging out old axes I love to grind. But suffice it to say that, assuredly, the child matters — but so does the subject matter. In addition, facts (especially in our day of “alternative facts”) and reasoning skills are essential to help young people gain possession of their own minds, so they can free themselves from stupidity, narrowness of vision, and blatant prejudice. We need to teach the child when she is young and as she grows older we need to teach the child the subject matter. When she reaches college we need to teach the subject matter. Facts, perhaps, but necessary ingredients in any well-rounded education. I share Dickens’ aversion to utilitarianism and the trend toward reducing quality to quantity, but his reaction is a bit extreme.
In a word, we need Romantics to remind us of the pitfalls of a too narrow indoctrination which we try to pass off as the only way to teach and learn. But we also need to rescue the notion of discipline and rigor from the dust-heap where they have been thrown by the zealots who see only one way to do things. It’s a question of balance, in the end, reason and heart. We need not choose between them. I suspect Dickens knew this: he was trying to make a point.
You are so right – and, the more I think about it, isn’t *it* always about balance?
I agree that the teaching of facts is important, but of even greater importance, I think, is the teaching of figuring out the ‘why’ behind the facts. Good post, Hugh … and by the way, there is nothing wrong with grinding old axes … sometimes the get dull and need to be re-ground, and sometimes one sees something in that old ax that he did not see before. 🙂
Indeed it is: it’s about assimilating and sorting facts and knowing which are important and which are not — and which are bogus! In any event, I shall probably grind a few more axes before I’m finished!! Take care, my friend.
I shall be looking forward to your axe-grinding! 🙂
Hugh, I am reminded of Sgt. Joe Friday on Dragnet, “Just the facts, ma’am.” As you and I have discussed, it is more than teaching just the facts. We need to discern why a fact matters, where another may not. Those reasoning skills are essential to be taught. Knowing a fact is not enough, but not knowing relevant facts is not enough either. We need to know the why as much as the what. Keith
I wonder how many know who Joe Friday is!!!
True. A man of understatement and competence.